The IEP: Progress Monitoring Process

Session Agenda Definition Rationale Prerequisites The Steps of Progress Monitoring 1.Data Collection –Unpack Existing IEP –Fill in the Missing Pieces –Determine Measurement Types and Tools –Data Collection Schedule 2.Data Compilation –Data Compilation Tools –Data Compilation Schedule 3.Data Reporting –Data Reporting Schedule –Data Presentation… To Graph or Not to Graph 4.Using Data to Make Instructional and Service Decisions

What is Progress Monitoring? Progress monitoring is the ongoing process of collecting and analyzing data to determine student progress. Progress monitoring should be used to make instructional and service decisions based on student performance.

Rationale Legal Decisions – The absence of adequate progress monitoring has been the focus of several administrative and judicial decisions. – Courts are unwilling to accept the claims of school districts regarding the appropriateness of a student’s program without proof in the form of data. Etscheidt, Susan K. (2006)

Rationale Legal Decisions – Recent decisions concerning progress monitoring have revealed five primary areas of concern: 1.The IEP team fails to develop or implement progress monitoring plans; 2.Responsibilities for progress monitoring are improperly delegated; Etscheidt, Susan K. (2006)

Rationale 3.The IEP goals and objectives are not written in measurable terms 4.The IEP team does not plan or implement progress monitoring for behavior intervention plans (BIPs); 5.The team uses inappropriate measures to determine student progress toward graduation; 6.Progress monitoring is not frequent enough to meet the requirements of IDEIA or to provide meaningful data to IEP teams. Etscheidt, Susan K. (2006)

Prerequisites In order to collect data that provides evidence of student progress, the IEP must also include a specific statement of how and when progress will be measured and reported. – What data will be collected? – Where will the data be collected? – Who will collect and compile data; who will report progress?

Step 1: Data Collection Unpack the IEP IEP contains measurable goals and short-term objectives as well as a clear and specific statement of student progress. YES NO Determine and define missing pieces of the goal, benchmark, or objective. Determine and define missing pieces in the statement of student progress. Measure the behaviors under the conditions using the criteria set forth in the goal, benchmark, or short-term objective defined in the IEP. Follow data type, schedule, and person responsible defined in the IEP.

Step 1: Data Collection Determine Measurement Types and Tools The tools used to collect data and ultimately measure progress provide evidence of student performance specific to IEP goals, objectives, and/or short-term benchmarks. Data collection tools should represent different types of measurement in order to provide a clear picture of student progress.

Step 1: Data Collection Determine Measurement Types and Tools DIRECT MEASUREMENT provides valid and reliable indications of student progress. – Behavior Observation can be documented in many different ways; behavior observation provides first hand evidence of student performance as it occurs. Observation Narratives Data Charts – Frequency Recording – Duration Recording – Interval Recording – Time Sampling – More…

Step 1: Data Collection Determine Measurement Types and Tools DIRECT MEASUREMENT (continued) – Curriculum Based Assessment (CBA) is the direct observation and recording of student’s performance in the school curriculum. – Criterion Referenced Test (CRT) » Teacher constructed » Focuses on hierarchies of skills in the general education curriculum – Curriculum Based Measure (CBM) » Brief, standardized samples » Fluency based (accuracy and time)

Step 1: Data Collection Determine Measurement Types and Tools INDIRECT MEASUREMENT can supplement direct measures. – Rubrics Describes performance on a scale from desired performance to undesired performance using both qualitative and quantitative descriptions. – Goal Attainment Scaling (GAS) Rates student performance changes on a five- point scale of from least to most favorable.

Step 1: Data Collection Determine Measurement Types and Tools INDIRECT MEASUREMENT (continued) – Interviews Provides a summary of student performance on a given behavior in a structured format; regular education teachers or other school personnel can informally conference with the teacher in charge of data collection; conferences are then summarized and added to the progress monitoring file. – Student Self-Monitoring Documents student behaviors and performance through self recording given specific cues.

Step 1: Data Collection Determine Measurement Types and Tools AUTHENTIC MEASUREMENT provides evidence of student performance through genuine student input. – Work Samples Provides evidence of student performance through “hard copies” of actual student work. – Writing – Math – Projects (cutting, drawing) – Pictures of student work – Audio recordings of student performance (reading, responding to questions) – Portfolios Documents student performance through a collection of work samples demonstrating specific outcomes.

Step 1: Data Collection Determine Measurement Types and Tools AUTHENTIC MEASUREMENT (continued) – Student Interviews Assesses student performance through informal conferences between the teacher and student; conversations are then summarized and included in the progress monitoring file.

The data collection schedule depends on how service is delivered. – Direct Instruction Times for data collection should be worked into daily and weekly plans for instruction. Data collection does not necessarily have to be separate from this instructional time; this situation can provide a real picture of student performance during a typical day. Step 1: Data Collection Schedule

– Indirect Instruction or Support Times for data collection should be worked into the time when service is being delivered, if possible. Data can also be collected remotely by regular education teachers or other service providers. – Consultation Regular education teachers and other service providers play a key role in data collection and input. Times for data collection should also be scheduled when concerns have been brought up; this is a perfect opportunity for using direct measures (observations, data charts, etc.) Step 1: Data Collection Schedule

The effectiveness of services and instructional method is determined most efficiently when progress is measured frequently. An Administrator’s Guide to Measuring Achievement for Students with IEPs. If progress is monitoredThen effectiveness may Daily, as part of instructionBe determined within 2 weeks Twice a weekBe determined within a month WeeklyBe determined within a quarter QuarterlyNOT be determined, even after a year

Step 2: Data Compilation Compiling data is a critical component in progress monitoring. – Summarizes data collected periodically during the duration of an IEP. Ultimately saves time; attempting to compile all data collected during the duration of a year long IEP would be an overwhelming task. – Provides the team with useful reference points in time. – Saves time and confusion during meetings.

Step 2: Data Compilation Tools The tools used to compile data should include: – Student name; – IEP effective dates; – The goal, benchmark, or short-term objective directly from the IEP; – A restatement of the criteria in the goal, benchmark, or short-term objective; – An organized format that makes clear the data compilation schedule.

Step 2: Data Compilation Schedule The data compilation schedule depends upon the data collection frequency. Suggested compilation schedules: If data is collectedThen data should be compiled DailyWeekly Two or three times per weekBi-weekly or monthly Once a weekMonthly

Step 3: Data Reporting Schedule Progress on IEP goals, benchmarks, and short-term objectives is reported to parents as often as non-disabled student receive academic progress reports. – Timeline Mid-Quarter (Interim Reports) Quarterly – Format Compilation Forms Graphs Narratives – Accompanies hard data – Explains any instructional changes or specific circumstances

Using Data to Make Instructional and Service Decisions Student progress is considered in relationship to each goal, benchmark, or short-term objective. Four aspects should be considered: 1.Progress –Did the student make the progress expected by the IEP team? (criteria)

Using Data to Make Instructional and Service Decisions 2.Comparison to Peers or Standards –How does the student’s performance compare with the performance of general education students? 3.Independence –Is the student more independent in the goal area? 4.Goal Status –Will work in the goal be continued? –Will student be dismissed from this goal area?